Peer Tutoring gets underway

Eminent educational researcher John Hattie, in his ground-breaking study, Visible Learning (2009), ranked 138 influencers of what works best in education. I remember being astounded that one of the most positive influences, along with setting goals and developing good study skills, was peer tutoring.  With this in mind, I began reading about peer tutoring programmes worldwide. Interestingly, the positive outcomes were not only for the tutees but also for the tutors. The reason is that when we teach someone else, we consolidate our own learning. Another positive outcome mentioned was that if young people experience mentoring at school, there is always the possibility that they could apply for a job as a peer tutor at university. It sounded like a win-win situation!

When I first advertised a peer tutoring programme, I was encouraged by the response. The Learning Enrichment Team, who were now on board, had decided to make the peer tutoring programme an internship so students could further benefit from participation. The applicants were enthusiastic and excited about the opportunity and the application process was rigorous. Students sent a CV, a cover letter and were interviewed.  Sadly, we didn’t have places for all applicants.

The first group of tutors were very invested in the programme. They thought carefully about the name and were concerned that parents and the students they were working with might see them as tutors in the traditional sense. They didn’t want that kind of expectation, so they thought of themselves more as mentors or assistants.  Nevertheless, there was the understanding that the term ‘peer tutoring’ would be more helpful for their CV.  They were also very keen to work with those students who most wanted help. However, what we noticed was that the successful students at school often asked for the most help. We wanted to find a way to support those students who never asked for help. To do this, we asked teachers to help us identify this category of students.  So, with a framework of support in place, we began The Homework Club!

When the doors open at 7:30 pm for the Homework Club to begin, there is a lot of energy in the room.  Students are excited about what needs to be done, and the tutors are keen and willing to help. After attendance, everyone soon settles down into a busy few hours. Tutors have become very good at asking questions that help them understand what the student needs most. We have all discovered that questions help support a student without giving answers.  The tutors work hard to find creative and innovative ways to help students further understand their homework.   Halfway through the session, we have a short break and a treat and then back to work. In a recent survey, the students said they enjoy making friends with older students and look forward to seeing them around the campus. They also appreciate the effort and time the tutors are giving them, and some say they look forward to becoming peer tutors in the future.  The biggest challenge we have is keeping a manageable number of students, as the demand far outweighs our ability to offer support.  Our survey data shows that over a quarter of the students improved their grades in the subjects they had previously found difficult - particularly in Math, English and Science. 

However, I cannot run the peer tutoring programme single-handedly. I have a wonderful team of teachers who support this initiative by attending the sessions each week. Without their dedication, this programme could not take place.  Over the years, I’ve come to value their support and advice.

The second batch of tutors has just begun this year. They have some great ideas, and the continuum of leadership has been extremely helpful. Despite their busy lives, they have dedicated this time to serving their fellow students with enthusiasm and commitment. It always impresses me that when we give young people responsibility, they take it up with dedication and a sense of responsibility beyond their years.  I would like to thank the tutors and Learning Enrichment teachers involved in this programme for sharing the vision and making Homework Club a thriving part of our student support here at the Academy!

Susan Long, Head of Enrichment Learning 

The Writing Hub comes alive during study hours on Tuesdays and Thursdays, and every time I walk into this bustling place, I’m reminded of why I chose to be a peer tutor. All throughout my journey at the Academy, I’ve been helped by so many of my seniors when I’ve been learning about different subjects. I also understand the difficulties that come with comprehending something that’s academically challenging, and I know the value of differentiation in learning. I've always been really passionate about helping out fellow students academically, having gone through the MYP myself. What I’ve really wanted to accomplish from being a peer tutor is wanting to be a compassionate pillar of support to tutees. I especially love how the Homework Club is a judgement-free zone, full of positive reinforcement because no one should hesitate to ask for help when they need it. This has overall resulted in this internship being a very constructive experience for me, even helping me develop my interpersonal and communication skills. The Writing Hub is, quite literally, a hub for the exchange of knowledge and experiences, and I cherish how the Homework Club helps both the tutors and tutees in finding their footing.

Sarah Nathani, Diploma Programme One

From curious faces to focused minds, from joyous students to supportive tutors, the peer tutoring internship has been one of learning, growth, and development. As a first-time tutor at the homework club, I believe that this experience has enriched both the understanding of the students at the club, as well as the tutors that support them. For me, interacting with a range of students from different grades is what has inspired me to become a tutor. This exchange of ideas and perceptions fosters strong relationships among students. Whilst various other activities and experiences at the academy are limited to only specific grades, the peer tutoring internship gives us a chance to widen our horizons and hence interact with those whom we don’t on a daily basis. 

Another aspect of peer tutoring is the transfer of our prior knowledge and skill sets to those who aim to improve themselves academically. Whilst they learn new topics and extend upon their subject curricula, we as tutors also are given a chance to revisit and strengthen our foundation. Due to these reasons, I believe that the peer tutoring experience has been a stepping stone toward a greater bond between students at the Academy.

Ali Mavany, Diploma Programme One 

"Peer tutoring" is not just an internship but a process of supporting others, and learning from them at the same time. I have been a part of this internship since grade 10 when we all were back on campus after Covid but still had online classes going on. It takes place every Tuesday and Thursday during residential study hours. The tutees who come to attend, call it the "Homework club". In the homework club, students from grades 6 to 12, are provided with academic support from not only the current interns but teachers who also give some of their time for providing extra help. The selection process for the tutees is very unique, as classes go on every day, teachers keep a record of every student and how they are doing in their academics. After that, students who have a good scope for improvement and need extra support, are invited to the writing hub, for Homework club. By coming to the homework club, students also get more personal attention from tutors through which they can be more open about what they need help with. Lastly, peer tutoring is a fun process of supporting and learning for both tutors and tutees. 

Ayyan Amin Lakhani, Diploma Programme One